Status of Special Education

in the Philippines
Presenter:
Daisery P. Abalos
Bachelor in English Education III-2
• The number served is less than 2% of the
estimated exceptional children in need
of special services

• Recent nationwide survey 98,200

exceptional children out of 850,000
school populations
• Based on the synthesis of 13 regional reports, it
appears that SPED become a significant component
of general education in the country today.

• Priorities still needing strengthening are:

Staff development
Instructional materials development
Administrative support
• Identified as the most feasible SPED programs in
the region are:

1. Self-contained classes in SPED centers for gifted;

mentally retarded, deaf, physically handicapped and
children with behavior problems.
2. Integration and itinerant teaching
for the blind
3. Resource room services in regular
schools.
• Since 1907, SPED has grown to
include SPED services for 8 major
classification:
1. Physically Handicapped
2. Mentally Retarded
3. Mentally Gifted
4. Visually Impaired
5. Hearing Impaired
6. Speech Detective
7. Children with Behavior Problems
8. Children with Special Health Problems
• To date, 963 school teachers have trained in
SPED under the Teacher-Training Program in
Special Education of the Ministry of Education,
Culture, and Sports. Of these 552 o 63.97% are
actively involved in SPED program

• It has an average of 15 exceptional students

per class
• To meet the short fall in the supply of teacher
a Mobile Training Program for teacher was
conceived.